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It's best to be able and virtuous too: Student and teacher evaluative responses to successful effort.

16 references·16 citing·41 second hopsampled

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References

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1976

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Self-worth and school learning

421 cited

Cited by

1994Attitudes Toward High Achievers and Reactions to Their Fall: Theory and Research Concerning Tall Poppies193 cited
1980Agency and Achievement: Self-Management and Self-Regard99 cited
1985Children's causal attributions for success and failure in achievement settings: A meta-analysis.94 cited
1981Reactions to Achievement Behavior From a Teacher and Student Perspective: A Developmental Analysis93 cited
1985Ability and effort valuation among failure-avoiding and failure-accepting students.92 cited
2016Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School81 cited
1982Indirect communications about perceived ability estimates.73 cited
1994Self‐worth Protection: review and implications for the classroom68 cited
1994The Effect of Teachers’ Evaluative Feedback on Chinese Students’ Perception of Ability: a cultural and situational analysis64 cited
2005Paradoxical effects of praise and criticism: Social, dimensional and temporal comparisons57 cited
1983An Attributional Analysis of Teachers' Affective Reactions to Student Success and Failure47 cited
2020Gender achievement gaps: the role of social costs to trying hard in high school45 cited
1986Measuring Causal Attributions for Success and Failure: A Meta-Analysis of the Effects of Question-Wording Style44 cited
1986Some Effects of Praise and Blame on Perceived Ability and Affect42 cited
1984Motivation in Sport: The Mediating Role of Perceived Ability35 cited
1987Predicting continued participation in college chemistry for men and women22 cited